Positive Behavioral
Interventions and Supports
Data Collection and Evaluation
Module 2
2004 – Revised July, 2010
What is
“Positive Behavioral
Interventions & Supports”?
PBIS focuses on PROACTIVE support
strategies that reduce the likelihood of
problem behavior and allows individual
students to be as independent and
successful as possible in the school
setting. It encompasses a range of
strategies from systemic to individual
supports.
PBIS Continuum
Universal
Interventions –
proactive strategies
supporting all
students
5%
15%
Intensive
Interventions individualized strategies
supporting students
with high risk behaviors
Targeted
Interventions –
specialized strategies
supporting students
with
at risk behaviors
80% of Students
Positive Behavioral Interventions & Supports
Universal
 School-wide PBIS
-
System wide procedures
School wide systems
Classroom systems
Non classroom systems
 Problem Solving Model
Team
- Proactive management
ideas
- Informal/formal data
collection and evaluation
Targeted
Intensive
 PSM Team / IAP / IEP
PSM Team/ IAP / IEP
-Intervention Plan for
Student Success
-IAP or IEP
-Functional Behavior
Assessment
-Behavior Intervention Plan
-Data collection, assessment,
observation
-Formal evaluation
-Functional Behavior
Assessment
-Behavior Intervention Plan
-Manifestation Determination
-Short-Term Suspension
Analysis
 Mental Health in the
Schools
Why do you need to collect data?
• to implement best teaching practices
• to report progress to parents
• to collect information regarding a student
or students’ performance
• to address the I.D.E.A. “Special Factors”
requirement for a student with an IEP
• to monitor a behavior or the response to an
intervention directed towards the behavior
• to determine eligibility for accommodations or
educational services
Ways to Collect Data . . .
Informal
Ways to Collect Data . . .
Formal
Start time: 8:05 End time : 9:00 Setting: Seventh-grade math class
Definition of behavior: Talking out is defined as any noise that is made
without first raising hand in appropriate manner and waiting for permission
to speak.
Observer: Carol Burke (math teacher)
Student
Name
Sammy
Karen
Chris
Mon.
3/2/98
llll
l
llll
Tues.
3/3/98
llll
l
lll
Wed.
3/4/98
lll
ll
lll
Key: Each tick mark represents one talk-out.
Sample Event Record
Thurs.
3/5/98
llll
llll
lll
Fri.
3/6/98
ll
l
llll
Ways to Collect Data . . .
Formal
Student: Bugs Bunny
Start time: 8:05
End time: 8:15
Setting: seventh-grade English class
Definition of behavior: On-task behavior is defined as appropriately writing, reading,
talking about the assignment, or waiting to ask the teacher a question regarding the
assignment.
Observer: Daffy Duck (recess monitor)
minute
1
2
3
4
5
6
7
8
9
10
Key:
10”
O
X
X
X
O
O
X
O
X
O
20”
O
O
O
X
O
X
O
X
O
X
30”
X
O
O
X
X
X
O
X
O
X
40”
X
O
X
O
O
X
O
X
O
O
50”
X
X
O
O
X
X
O
X
X
X
60”
O
O
X
X
O
X
O
O
X
O
O = Behavior was not observed at all during the 10-second interval.
X = Behavior was observed at least once during the 10-second interval.
10” = 10 seconds.
Sample Interval Recording
And Now What?
Organize and Summarize
• Record behaviors that can be seen and measured
• Collect information across time and settings
• Utilize multiple observers, if possible
• Utilize data collection tools
Be Specific
Be Concise
Be Descriptive
Just the facts!
Example Format
for Data Collection
FREQUENCY DATA SHEET
Student: ______________
Date
Time
Behavior of
Concern Exhibited
Location/Activity
Teacher: _________________
Presence of Others,
Peers, Adult(Specify)
Behavior:
Tallies:
NHCS PBIS 3 Tool
Adult
Response/Action
Other Factors
Analyze your Data
• Calculate frequency/intensity/duration information
• Determine patterns of behavior
• Determine behavioral triggers
Example Format
for Data Analysis
Behaviors
Of Concern
(What student does)
Frequency
Intensity
Duration
(How often occurs per
hour, day week)
(How damaging or
destructive: mild,
moderate, severe)
(How long lasts: minutes,
hours)
NHCS PBIS 4 Tool
Resources
NHCS Special Education & Related
Services Manual
 Web Resources

-www.pbis.org
-http://cecp.air.org
-www.udel.edu
-http://darkwing.uoregon.edu/~ttobin/
(Click on Case Study)